Here is the link to our storyboard and script powerpoint. We actually started our final project to help in creating our storyboard and script. Abbie did a great job getting us started and the rest of us contributed to the creation of the powerpoint. Leslie, Allie, and I took what we had on the final project and turned it into a script and storyboard. Abbie is going to do the voiceover and Wheatley is going to help and make the final edits.
The breakdown of jobs looks something like this...
Amanda - Instructions of use & math example
Leslie - Features of Wordle & History example
Allie - Special Education example
Abbie - Examples, voiceover and final edits
Wheatley - Why Wordle in the classroom, final edits
Google Docs/Presentations have been very helpful for the creation of our tutorial about using wordle in the classroom. Hopefully our final project will be done some time this week!
Sunday, February 20, 2011
Saturday, February 12, 2011
PART B: Application of TPACK
1. What is the TP knowledge for the solution? (i.e., how does the technology you have chosen support the teaching strategies and methods you have chosen?)
The teaching strategy that I have chosen to employ involves circulating around the room while instructing. This strategy helps manage my classroom discipline, increase student engagement, and enhance the interaction between the students and me. When working through notes in my math classes it is nearly impossible to circulate because I have to write on the Elmo (document camera) so that students can copy down the math examples and notes. With the use of the Mobi (Mobile Interactive Whiteboard), I can circulate and take notes at the same time. With the use of technology, using this teaching strategy is possible while taking notes with my students.
2. What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible? Be sure to think about representation.)
By using the Mobi, student engagement increases by allowing them to participate from their seats. This use of technology allows a greater comprehension of the content. Technology allows me, the teacher, to engage more students by increasing my mobility. This gives me access to my students and allows me to the opportunity to recognize their misunderstandings and challenges. Some students that may not be comfortable raising their hands could whisper to me as I am circulating around the room. With the use of this technology, I can also save lessons, allowing students to go back if they have additional questions. In math, being able to go back and review the lessons can be helpful in the learning process.
3. What is the PC knowledge for the solution? (i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible? Be sure to think about how the student will experience the content given these instructional strategies.
Students will experience content differently by using these instructional strategies because I can identify mistakes that students are making throughout the lesson due to increased mobility. This is an improvement from relying on students to provide feedback when I am stationed at the front of the classroom. I can identify instructional problems sooner rather than later and adapt the lesson if needed. Also, when students are engaged and actively participating in a lesson they are more likely to comprehend the material. With the use of proximity during a lesson, there are fewer disruptions in class and therefore learning is not interrupted.
The teaching strategy that I have chosen to employ involves circulating around the room while instructing. This strategy helps manage my classroom discipline, increase student engagement, and enhance the interaction between the students and me. When working through notes in my math classes it is nearly impossible to circulate because I have to write on the Elmo (document camera) so that students can copy down the math examples and notes. With the use of the Mobi (Mobile Interactive Whiteboard), I can circulate and take notes at the same time. With the use of technology, using this teaching strategy is possible while taking notes with my students.
2. What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible? Be sure to think about representation.)
By using the Mobi, student engagement increases by allowing them to participate from their seats. This use of technology allows a greater comprehension of the content. Technology allows me, the teacher, to engage more students by increasing my mobility. This gives me access to my students and allows me to the opportunity to recognize their misunderstandings and challenges. Some students that may not be comfortable raising their hands could whisper to me as I am circulating around the room. With the use of this technology, I can also save lessons, allowing students to go back if they have additional questions. In math, being able to go back and review the lessons can be helpful in the learning process.
3. What is the PC knowledge for the solution? (i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible? Be sure to think about how the student will experience the content given these instructional strategies.
Students will experience content differently by using these instructional strategies because I can identify mistakes that students are making throughout the lesson due to increased mobility. This is an improvement from relying on students to provide feedback when I am stationed at the front of the classroom. I can identify instructional problems sooner rather than later and adapt the lesson if needed. Also, when students are engaged and actively participating in a lesson they are more likely to comprehend the material. With the use of proximity during a lesson, there are fewer disruptions in class and therefore learning is not interrupted.
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